https://www.ejournal-fip-ung.ac.id/ojs/index.php/jeej <p><span style="font-size: 10.5pt; font-family: 'Arial','sans-serif'; color: #666666;">The Jambura Elementary Education Journal is published by the Elementary School Teacher Education Study Program, Faculty of Education, State University of Gorontalo. This jurnal is intended to publish articles on the results of thought, research and community service. The aim of this Journal is to have research results specifically on the education of elementary school teachers from practitioners, academics, researchers, and education observers. The scope of articles published is about basic education or elementary school related to the theory and practice of teaching and learning, curriculum development, learning materials, learning models, learning methods and learning media. The Jambura Basic Education Scientific Journal is published twice a year in June and December.</span></p> <p><span style="font-size: 10.5pt; font-family: 'Arial','sans-serif'; color: #666666;"><strong><em>ISSN ONLINE</em></strong> : <a href="https://drive.google.com/file/d/1_uiSDKhO7kBOi_xcUS8Mg4LxZzYXdYtF/view?usp=sharing">2723-6307</a></span></p> JURUSAN PENDIDIKAN GURU SEKOLAH DASAR en-US JAMBURA Elementary Education Journal 2723-6307 https://www.ejournal-fip-ung.ac.id/ojs/index.php/jeej/article/view/4838 <p><em>Philosophy of Science courses in pre-service science teacher education face persistent engagement challenges due to the abstract nature of ontological, epistemological, and axiological content. This study describes the level and item-level profile of Behavioral, Emotional, and Cognitive Engagement among pre-service science teachers in a multiplatform game-based learning (GBL) Philosophy of Science course, and documents game preferences and learning expectations. A survey design was employed with 78 pre-service science teachers (Angkatan 2024) from three parallel class sections at Universitas Negeri Makassar. A validated 24-item Student Engagement Instrument grounded in Fredricks et al. (2004) with six reverse-scored items assessed three engagement dimensions (α=.900). Overall engagement was High (M=4.330, SD=0.447), with Behavioral (M=4.442) and Emotional (M=4.449) dimensions reaching Very High. Item-level analysis identified active participation, rule-following, and academic pride as highest-scoring items, while C8 — 'material remains too abstract even in games' (M=3.513) — served as the primary diagnostic indicator of a persistent abstraction barrier. No significant between-class differences were found (all p&gt;.05). All engagement dimensions were strongly intercorrelated (rs=.613–.822). Offline games were most preferred (42.3%), with Quizizz dominating digital preferences (78.2%).</em></p> Rifda Nur Hikmahwati Arif Salma Samputri Copyright (c) 2026 Rifda Nur Hikmahwati Arif, Salma Samputri https://creativecommons.org/licenses/by-nc-sa/4.0 2026-06-09 2026-06-09 7 1 1 18 https://www.ejournal-fip-ung.ac.id/ojs/index.php/jeej/article/view/4837 <p><em>This study compares the implementation of student-centered learning in three integrated Islamic schools in South Sulawesi: SD IT Yafat Baji Areng, SMPIT Al Hikmah Amanah Ummah Maros, and SMAIT Al Qalam Gowa Boarding School. A qualitative comparative case study design was used based on National Assessment visitation documents produced by the same assessor. The data were analyzed descriptively and thematically across 37 indicators. The results show that SMAIT Al Qalam Gowa achieved the highest performance, with 62.2% of indicators categorized as Very Good and 35.1% as Good. SMPIT Al Hikmah Amanah Ummah obtained 21.6% Very Good and 78.4% Good, while SD IT Yafat Baji Areng obtained 75.7% Good and 24.3% Fairly Good. Organizational maturity, resources, student developmental characteristics, and policy consistency are the main differentiating factors. Inclusive education, formative assessment, school safety, and health services still require strengthening.</em></p> Salma Samputri Rifda Nur Hikmahwati Arif Copyright (c) 2026 Salma Samputri, Rifda Nur Hikmahwati Arif https://creativecommons.org/licenses/by-nc-sa/4.0 2026-06-09 2026-06-09 7 1 19 31 10.37411/jeej.v7i1.4837